“What’s Worth Knowing?”
Teaching as a Subversive Activity (Postman and Weingartner)
A. Goals. We must set goals before we can set standards and decide what is important.
B. Everyone has different interpretations of “what is worth knowing.” Our experiences and differences mold us, as individuals and independent learners, therefore also shaping the way we make meaning. That means “meaning” and the idea of “right” varies from person to person (and in this case, student to student.)
C. How can I encourage my students to feel comfortable and confident enough in my classroom to ask questions?
How do our experiences shape the way we make meaning?
Is something as simple as asking a question considered a formative assessment?
What are some of the qualities of good questions?
D. There is a difference in “right” and “correct” and these ideas will vary from student to student.
I have to set goals for learning before I can begin to create objectives and SWBATs.
I want to ask meaningful questions, not ones that can be answered with one word. I want to ask questions that will cause my students to ask more questions.
E. What is the most rewarding aspect of teaching?
Why did you decide to become a teacher?
Why middle school, specifically?
What is the relationship between administration and teachers like?
How do I apply for teaching positions?
When do I start applying?
How will I deal with behavior problems in my classroom?
Will I send students out of the classroom?
If so, then what good does that do them since they’re missing out on instruction?
How will I grade?
What if I grade too harshly or too gently?
Will I use red pen or purple?
What will I wear on the first day of school?
What time will I need to get to work?
How long does it take to grade a class set of tests or essays?
What if I don’t get along with my CT?
Teaching as a Subversive Activity (Postman and Weingartner)
A. Goals. We must set goals before we can set standards and decide what is important.
B. Everyone has different interpretations of “what is worth knowing.” Our experiences and differences mold us, as individuals and independent learners, therefore also shaping the way we make meaning. That means “meaning” and the idea of “right” varies from person to person (and in this case, student to student.)
C. How can I encourage my students to feel comfortable and confident enough in my classroom to ask questions?
How do our experiences shape the way we make meaning?
Is something as simple as asking a question considered a formative assessment?
What are some of the qualities of good questions?
D. There is a difference in “right” and “correct” and these ideas will vary from student to student.
I have to set goals for learning before I can begin to create objectives and SWBATs.
I want to ask meaningful questions, not ones that can be answered with one word. I want to ask questions that will cause my students to ask more questions.
E. What is the most rewarding aspect of teaching?
Why did you decide to become a teacher?
Why middle school, specifically?
What is the relationship between administration and teachers like?
How do I apply for teaching positions?
When do I start applying?
How will I deal with behavior problems in my classroom?
Will I send students out of the classroom?
If so, then what good does that do them since they’re missing out on instruction?
How will I grade?
What if I grade too harshly or too gently?
Will I use red pen or purple?
What will I wear on the first day of school?
What time will I need to get to work?
How long does it take to grade a class set of tests or essays?
What if I don’t get along with my CT?